Consultation hours and contact

Until further notice all office hours are cancelled, you can reach me by e-mail.

Please note: If you send me an e-mail, please check first if the information you are looking for is available in the respective Moodle course! If you send me an e-mail regarding study matters, please always include your study program and your matriculation number , since I offer teaching in various study programs for about 700 students per year and cannot assign you otherwise.


Martina Kolckhorst
Phone: +49 561 804-1932
Fax: +49 561 804-3586

since 01.03.2012:
W3-Professorship for Developmental Psychology at the University of Kassel

Habilitation (venia legendi for psychology)

Head of the Department of Developmental Psychology at the Martin Luther University Halle-Wittenberg as a research assistant

09/2007- 11/2007:
Representation assistant professorship (50%) at the University of Klagenfurt (Austria) and post-doctoral fellowship (50%) at the University of Leuven (Belgium)

02/2007 - 08/2007:
Post-Doc University of Leuven, Prof. L. Verschaffel (Belgium)

02/2005 - 01/2007:
Post Doc at Leiden University (Netherlands), Department of Developmental Psychology, Prof. W. Resing

PhD in Developmental Psychology ('magna cum laude') at the University of Zurich (Switzerland), Prof. F. Wilkening

Dissertation "Über den Einfluss nicht-linearer Zeitrepräsentationen auf zukunftsbezogene Urteile und Entscheidungen: A developmental psychological perspective"

10/2001 - 01/2005:
Assistant at the University of Zurich (Switzerland), Institute of Psychology, Department of General and Developmental Psychology, Prof. F. Wilkening

Diploma in Psychology, specializing in Educational and Clinical Psychology (Martin Luther University Halle-Wittenberg, Germany)

Diploma thesis in educational psychology: "Development of a questionnaire on uncertainty tolerance in children"

Start of psychology studies at the Martin Luther University Halle-Wittenberg, Germany



Copies on request to: mirjam.ebersbach(at)


  • Helfers, A., & Ebersbach, M. (2023). The differential effects of a governmental debunking campaign concerning COVID-19 vaccination misinformation. Journal of Communication in Healthcare, 16(1), 113-121.
  • Achaa-Amankwaa, P., Kushnereva, E., Miksch, H., Stumme, J., Heim, S., & Ebersbach, M. (2023). Multilingualism is associated with small task-specific advantages in cognitive performance of older adults. Scientific Reports.
  • Ebersbach, M., Guschelbaur, A., & Rummer, R. (2023). Flickering presentations do affect the judgment of learning but not the learning outcome. Applied Cognitive Psychology.
  • Ebersbach, M. (2023). Modality-general benefit of eye-closure on the retrieval of intentionally learned information. Applied Cognitive Psychology.


  • Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using spacing to foster lasting learning in educational contexts: Promises and challenges. Journal of Developmentaland Educational Psychology, 54(4), 151 - 163.
  • Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer R., Scheiter, K., Schweppe J., von Aufschnaiter, C., & Vorholzer, A. (2022). How to promote lasting learning in schools: Theoretical approaches and an agenda for research. Journal of Developmentaland Educational Psychology, 54(4), 135 - 141.
  • Helfers, A., Reiserer, M., Schneider, N., Ebersbach, M., & Sommer, C. (2022). Should I stay or should I go? Risk perception and use of local public transport during the COVID-19 pandemic. Frontiers, 13, 926539.

  • Ebersbach, M., Krupa, J., & Vogelsang, M. (2022). Symbolic distancing in sharing situations restrains children's economic behavior and potentially also their inequity aversion. Acta Psychologica, 226, 103579.
  • Helfers, A. & Ebersbach, M. (2022). The differential effects of a governmental debunking campaign concerning COVID19 vaccination misinformation.
    Journal of Communication in Healthcare: Strategies, Media and Engagement in Global Health . Advance online publication.


  • Ebersbach, M. & Barzagar Nazari, K. (2020). Implementing distributed practice in statistics lectures: benefits for retention and transfer. Journal of Applied Research in Memory and Cognition, 9, 532-541.
  • Ebersbach, M. & Barzagar Nazari, K. (2020). No robust effect of distributed practice on the short- and long-term retention of mathematical procedures. Frontiers in Psychology: Cognition, 11, 811.


  • Barzagar Nazari, K., & Ebersbach, M. (2019). Distributed practice in mathematics: Recommendable especially for students on a medium performance level? Trends in Neuroscience and Education, 17, 100122.
  • Barzagar Nazari, K., & Ebersbach, M. (2019). Distributing mathematical practice of third and seventh graders: Applicability of the spacing effect in the classroom. Journal of Applied Cognitive Psychology, 33, 288-298 . doi: 10.1002/acp.3485
  • Ebersbach, M., Malkus, D., & Ernst, A. (2019). Factors that affect primary-school children's sustainable behavior in a resource dilemma. Journal of Experimental Child Psychology, 184, 18-33. doi: 10.1016/j.jecp.2019.03.007


  • Barzagar Nazari, K., & Ebersbach, M. (2018). Distributed practice: Rarely realized in self-regulated mathematical learning. Frontiers in Psychology, 9, 2170. doi: 10.3389/fpsyg.2018.02170
  • Ebersbach, M., & Nawroth, C. (2018). Shape but not color facilitates two-year-olds' search performance in a spatial rotation task. Infancy, 23, 820-832. doi: 10.1111/infa.12259
  • Krüger, M., & Ebersbach, M. (2018). Mental rotation and the human body: Children's inflexible use of embodiment mirrors that of adults. British Journal of Developmental Psychology, 36, 418-437. doi: 10.1111/bjdp.12228


  • Ebersbach, M., & Krüger, M. (2017). Let's twist again: Embodiment effects in spatial judgments on human figures rotated along a vertical axis. Journal of Cognitive Psychology, 29, 963-976. doi: 10.1080/20445911.2017.1342647
  • Stein, M., Auerswald, M., & Ebersbach, M. (2017). Relationships between motor and executive functions and the effect of an acute coordinative intervention on executive functions in kindergartners. Frontiers in Psychology, 8, 859. doi: 10.3389/fpsyg.2017.00859


  • Wille, C., Völker, F., Kühnel, J., & Ebersbach, M. (2016). Verbal facilitation effects instead of verbal overshadowing in face memory of 4- to 6-year-olds. European Journal of Developmental Psychology, 13, 231-240. doi: 10.1080/17405629.2015.1088826
  • Ebersbach, M. & Nawroth, C. (2016). The effects of visual discriminability and rotation angle on 30-month-olds' search performance in spatial rotation tasks. Frontiers in Developmental Psychology. doi: 10.3389/fpsyg.2016.01648
  • Ebersbach, M. (2016). Development of children's estimation skills: The ambiguous role of their familiarity with numerals. Child Development Perspectives, 10, 116-121. doi: 10.1111/cdep.12172
  • Ebersbach, M., & Krüger, M. (2016). View makes a difference: Presenting human figures from the back or front affects mental spatial transformations of children and adults. Spatial Cognition & Computation, 16, 173-191. doi: 10.1080/13875868.2015.1124109
  • Wille, C., & Ebersbach, M. (2016). Semantic congruency and the (reversed) Colavita effect in children and adults. Journal of Experimental Child Psychology, 141, 23-33. doi:10.1016/j.jecp.2015.07.015 .
  • Peeters, D., Degrande, T., Ebersbach, M., Verschaffel, L., & Luwel, K. (2016). Children's use of number line estimation strategies. European Journal of Psychology of Education, 31, 117-134. doi: 10.1007/s10212-015-0251-z
  • Nawroth, C., Ebersbach, M., & von Borell, E. (2016). Are domestic pigs (Sus scrofa domestica) able to use complex human-given cues to find a hidden reward? Animal Welfare, 25, 185-190. doi:


  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2015). The relationship between children's familiarity with numbers and their performance in bounded and unbounded number line estimations. Mathematical Thinking and Learning, 17, 136-154. doi: 10.1080/10986065.2015.1016813
  • Ebersbach, M. (2015). Evidence for a spatial-numerical association in kindergartners using a number line task. Journal of Cognition and Development, 16, 118-128. doi: 10.1080/15248372.2013.805134


  • Ebersbach, M., & Erz, P. (2014). Symbolic versus non-symbolic magnitude estimations among children and adults. Journal of Experimental Child Development, 128, 52-68. doi:10.1016/j.jecp.2014.06.005.

  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2014).Further evidence for a spatial-numerical association in children before formal schooling. Experimental Psychology, 18, 1-7. doi: 10.1027/1618-3169/a000250
  • Krueger, M., Amorim, M.-A., & Ebersbach, M. (2014). Mental rotation and the motor system: Embodiment head over heels. Acta Psychologica, 145, 104-114. doi: 10.1016/j.actpsy.2013.11.004

  • Nawroth, C., Ebersbach, M., & von Borell, E. (2014). Juvenile domestic pigs(Sus scrofa domestica) use human-given cues in an object choice task. Animal Cognition, 17(3), 701-713. doi: 10.1007/s10071-013-0702-3


  • Ebersbach, M., Luwel, K., & Verschaffel, L. (2013). Comparing apples and pears in studies on magnitude estimations. Frontiers in Cognitive Science, 4, 332. doi: 10.3389/fpsyg.2013.00332
  • Nawroth, C., Ebersbach, M., & von Borell, E. (2013). Are juvenile domestic pigs(Sus scrofa domestica) sensitive to the attentive states of humans? - The impact of impulsive choice on performance. Behavioural Processes, 96, 53-58. doi: 10.1016/j.beproc.2013.03.002

  • Nawroth, C., Ebersbach, M., & von Borell, E. (2013). A note on pigs' knowledge of hidden objects. Archives Animal Breeding, 56. doi: 10.7482/0003-9438-56-086
  • Lange-Küttner, C., & Ebersbach, M. (2013).Girls in details, boys in shape: gender differences when drawing cubes in depth. British Journal of Psychology, 104, 413-437. doi: 10.1111/bjop.12010.


  • Ebersbach, M., & Hagedorn, H. (2011). The role of cognitive flexibility in the spatial representation of children's drawings.Journal of Cognition and Development, 12, 32-55. doi: 10.1080/15248372.2011.539526
  • Ebersbach, M., Stiehler, S., & Asmus, P. (2011). On the relationship between children's perspective taking in complex scenes and their spatial drawing. British Journal of Developmental Psychology, 29, 455-474. doi: 10.1348/026151010X504942.
  • Ebersbach, M., Van Dooren, W., & Verschaffel, L. (2011). Knowledge on accelerated movements as measured by implicit and explicit tasks in 5- to 16-year-olds. International Journal of Science and Mathematics Education, 9, 25-46. doi: 10.1007/s10763-010-9208-5


  • Ebersbach, M., Van Dooren, W., Goudriaan, M., & Verschaffel, L. (2010). Discriminating non-linearity from linearity: Its cognitive foundations in 5-year-olds.Mathematical Thinking and Learning, 12, 4-19. doi: 10.1080/10986060903465780


  • Ebersbach, M. (2009). Achieving a new dimension: children integrate three stimulus dimensions in volume estimations. Developmental Psychology, 45, 877-883. doi: 10.1037/a0014616


  • Ebersbach, M., Lehner, M., Resing, W. C. M., & Wilkening, F. (2008). Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127, 247-257. doi: 10.1016/j.actpsy.2007.05.005
  • Ebersbach, M., Luwel, K., Frick, A., Onghena, P., & Verschaffel, L. (2008). The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year-old children: Evidence for a segmented linear model. Journal of Experimental Child Psychology, 99, 1-17. doi: 10.1016/j.jecp.2007.08.006
  • Ebersbach, M., & Resing, W. C. M. (2008). Implicit and explicit knowledge of linear and exponential growth in 5- and 9-year-olds. Journal of Cognition and Development, 9, 286 - 309. doi: 10.1080/15248370802247962
  • Ebersbach, M., Van Dooren, W., Van den Noortgate, W., & Resing, W. C. M. (2008). Understanding linear and exponential growth: Searching for the roots in 6- to 9-year-olds. Cognitive Development, 23, 237-257. doi: 10.1016/j.cogdev.2008.01.001


  • Ebersbach, M., & Resing, W. C. M. (2007). Shedding new light on an old problem: The estimation of shadow sizes in children and adults.Journal of Experimental Child Psychology, 97, 265-285. doi: 10.1016/j.jecp.2007.02.002
  • Ebersbach, M., & Wilkening, F. (2007). Children's intuitive mathematics: The development of knowledge about non-linear growth. Child Development, 78, 296-308. doi: 10.1111/j.1467-8624.2007.00998.x

Publications (other)

  • Kienbaum, J., Schuhrke, B., & Ebersbach, M. (2023). Developmental psychology of childhood: From birth to age 12 (revised 3rd ed.). Stuttgart: Kohlhammer.
  • Busch, J., Degé, F., Karbach, J., Aschersleben, G., & Ebersbach, M. (2021). Developmental Psychology Specialist Group: Commentary on Lindner, M. A. et al. (2021). A plea for quality assurance of written examinations in psychology studies. Psychological Review, 72, 110-113.
  • Kienbaum, J., Schuhrke, B., & Ebersbach, M. (2019). Developmental psychology of childhood: From birth to age 12 (revised 2nd ed.). Stuttgart: Kohlhammer.
  • Kienbaum, J., Schuhrke, B., & Ebersbach, M. (2019). Developmental psychology of childhood (2nd ed.). Stuttgart: Kohlhammer.
  • Ebersbach, M., Krieg, J., & Schulze, J. (2010). Relations of TV viewing and spatial representational abilities: Evidence from children's drawings, sculptures, and preferences. In A. M. Columbus (Ed.), Advances in psychology research (Vol. 70; p. 137-156). New York: Nova Science Publishers.
  • Ebersbach, M., & Dalbert, C. (2003). Anxiety questionnaire for students (AFS). In J. Hoyer & J. Margraf (Eds.), Anxiety diagnostics - Basic principles and test procedures (pp. 518 - 521). Heidelberg: Springer.



10/2022 - 09/2026:

DFG research project "Combining spacing with worked examples" as PI within the DFG research group "Lasting learning: Cognitive mechanisms and effective instructional implementation" (DFG: ca. 411,000 €, total: ca. 4,200,000 €)

12/2021 - 11/2025:

BMBF research project "Development of digital media competence with the help of hybrid intelligence at the university" as PI within the project "Flexible and individual promotion of subject-specific and interdisciplinary competences through socio-technical design of systems of hybrid intelligence, Komp-HI" (BMBF, approx. 237,000 €, total: approx. 1,835,000 €)

01/2018 - 12/2018:

Extension of the LOEWE focus "Desirable Difficulties in Learning" (ca. 77,000 €, total: ca. 692,000 €)

04/2016 - 12/2018:

Spokesperson of the LOEWE focus "Desirable Difficulties in Learning".

01/2015 - 12/2017:

LOEWE subproject "The importance of cognitive and motivational learner characteristics for the effectiveness of desirable hindrances from a differential and developmental psychology perspective" within the LOEWE focus "Desirable hindrances in learning" (LOEWE Excellence Initiative, ca. 250,000 €, total: ca. 2,357,000 €)

01/2014 - 12/2014:

ZFF project "Explanation of interindividual differences in children's prosocial behavior" (together with Dr. Vogelsang, funded by the Central Research Funding of the University of Kassel, ca. 6.300 €)

04/2009 - 03/2012:

DFG project as PI: "The development of mental representations of numbers and quantities" (cost-neutral extension until 07/2013; ca. 104,000 €).

09/2007 - 11/2007: Post-doctoral fellowship of the University of Leuven (Belgium, ca. 1.800 €) 02/2005 - 08/2007: Post-doctoral fellowship of the Swiss National Science Foundation (SNF, ca. 88.000 €) 10/2001: Doctoral fellowship of the state of Saxony-Anhalt (not applied)